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Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.

The quality of school leaders and teachers is critical to both school development and student achievement. Thus, quality school leaders are needed for teachers to perform their assigned roles and t...

The purpose of the present study was to examine the effect of learning-centered leadership practices of school principals on the change in teachers’ instructional practices, as well as the mediatin...

This paper examines the effects of instructional leadership on the change in teachers’ classroom practices, with the mediating role of shared practice and learning effectiveness. The study employed a cross-sectional survey design, using quantitative methods. Confirmatory factor analysis and structural equation modeling were used to analyze the data collected from 350 teachers in primary and secondary schools in various provinces of Turkey. The results provided evidence consistent with the previous research from western English-speaking societies, suggesting an indirect relationship between leadership and teachers’ instructional practices with the full mediation roles of shared practices among teachers and their sense of agency in learning effectiveness. This work concludes that teacher learning and collaborative practices among teachers, influenced by principals’ instructional practices, can facilitate a significant change in several diverse components of classroom instruction, such as the quality of grouping, questions, homework, instructional strategies and differentiated practices.

Bu araştırmada Chan ve Drasgow (2001) tarafından geliştirilen Liderlik Etme Motivasyonu Ölçeği Türk kültürüne uyarlanmıştır. Araştırmaya 387 üniversite öğrencisi katılmıştır. Uyarlama sürecinde ölçeğin dil ve kapsam geçerliği, Türkçe’ ye çeviri, Açımlayıcı Faktör Analizi ve Doğrulayıcı Faktör Analizleri, güvenirlik, madde toplam puan korelasyonları ve ayırt edicilikleri incelenmiştir. Açımlayıcı Faktör Analizi ile elde edilen 3 faktörlü yapı, farklı bir grup üzerinde yeniden incelenmiş ve Doğrulayıcı Faktör Analizi ile doğrulanmıştır. Sonuçta ölçeğin orijinal formu ile tutarlı olan 3 faktörlü bir yapı elde edilmiştir. Bu faktörler duyuşsal-kimlik liderlik etme motivasyonu, sosyal-normatif liderlik etme motivasyonu ve çıkarsız liderlik etme motivasyonudur. 25 maddeden oluşan ölçeğin faktörlerine ait Cronbach’s alpha değerleri .89 ile .92 arasında ve tüm ölçek için ise .95 olarak bulunmuştur. Bu kapsamda Liderlik Etme Motivasyonu Ölçeğinin bireylerin liderlik etme motivasyon düzeylerini ölçmede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

This study explores how and under what boundary conditions school leadership influences teachers’ instructional practices in Turkey. Using survey data from a sample of 928 teachers in 87 middle and high schools, the present study tested a moderated mediation model of school leadership's effects on teacher instructional practices, with teacher collective efficacy as the mediator and uncertainty avoidance perceptions of teachers as the moderator. We performed a multilevel structural equation modeling with Bayesian estimation to examine the relationships between our constructs. The results showed significant indirect effects of school leadership on teacher instructional practices with the significant mediator role of teacher collective efficacy. However, the distinct contribution of this study lies in exploring the moderator role of uncertainty avoidance on the effect of school leadership on teacher instructional practices through teacher collective efficacy. Our results enhance the field's understanding of how and to what extent cultural aspects of any given society shape the effects of school leadership practices on teaching.

This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achievement, while principal job satisfaction was included as the antecedent of distributed leadership. The results confirmed the indirect effect of distributed leadership on student achievement through teacher-student relationships. We also found that principal job satisfaction exercised a positive and significant effect on the enactment of distributed leadership practices. This study adds evidence to the international literature suggesting that principal job satisfaction is an important mechanism for distributed leadership practices and that the execution of such practices improves student achievement by promoting teacher-student relationships. Implications for policy, practice, and research are discussed.

Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.

Empirical research advocates that the instructional leadership behaviors of school principals affect teachers’ collaboration, professional motivation and commitment. This study, conducted in Istanbul province of Turkey, focused on the mediating role of collective teacher efficacy with regard to the relationship between school principals’ instructional leadership behaviors and teacher commitment. The sample consisted of 247 teachers and the study adopted the survey method. The results of multiple regression analysis displayed that school principals’ instructional leadership behaviors could predict teacher commitment; thus, the collective teacher efficacy was found to be a mediator. More specifically, it was found that school principals’ instructional leadership behaviors increased collaboration between teachers, which contributed to their commitment to school. Finally, the results were discussed and a number of suggestions were made for researchers and practitioners. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

The purpose of this study was to examine the empirical studies on teacher burnout between 2000-2017. This study was designed as a systematic review examining 33 studies included in EBSCO, ERIC, SCOPUS and ULAKBIM databases and conducted in the Turkish context. The results revealed that a set of organizational and individual variables were associated with teacher burnout. The individual variables related to teacher burnout were self-efficacy beliefs, positive feelings and views, excessive control or suppression of feelings and views, a personality type prone to emotional imbalance, high level of external locus of control, having unrealistic expectations about education and school, monitoring teacher behaviours, and age. Organizational variables were job satisfaction, perceived administrative support, an environment of cooperation, support and trust, deviant student behaviours, and school climate. In this regard, the results of the study showed that teacher burnout was a construct associated with a set of both individual and organizational variables.

In this study, it is aimed to find out the opinions of Science and Art Centre Administrators concerning their competencies of change management in their institutions and to examine according to some variables. In this study in which the survey model is used as a quantitative research method, the data has been collected by “Change Management Competencies Scale”. 74 administrators working at Science and Art Centres in Turkey as a director have participated in the study. In the data analysis, t-test, one way analysis of variance (ANOVA) has been used according to the variables of educational background, age, seniority and the working time passed in the institution. At the end of the research, it has been seen that the institution directors’ sufficiency of managing the change in the sub dimensions of determining the necessity of change ( =4,53), diagnosing the change ( =4,46), planning the change ( =4,50), implementing the change ( =4,54) and evaluating the change ( =4,43) is considerably high. Moreover, no significant difference has been assigned in the opinions of institution directors related to managing the change according to the independent variables of educational background, age, seniority and the working time passed in the institution. Keywords: Change management competencies, BİLSEM, administrator.

The purpose of this study is to adapt the Professional Learning Activities Scale (PLAS) developed by Geijsel, Sleegers, Stoel, and Krüger (2009) into Turkish through conducting the relevant validity and reliability analyses. This study followed the pathway recommended by Hambleton and Patsula (1999) for the adaptation process. The data we used came from a total of 256 teachers working in 16 pre-schools, primary and secondary schools located in the Karabuk and Istanbul provinces of Turkey. We performed Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to test the construct validity of the Turkish-adapted form of the scale. In addition, Cronbach's Alpha coefficient was calculated for the reliability of the scale. The results of the study demonstrated that The Turkish Form of PLA is a reliable and valid instrument to evaluate the extent to which teachers are engaged in professional learning activities.

The aim of this study is to conduct a systematic review of studies on the relationship between school principals' leadership behaviours and teachers' organisational commitment. For this purpose, 23 research articles indexed in WOS, ERIC, EBSCO, SCOPUS and ULAKBİM databases between 2000-2017 in the Turkish context and selected through certain criteria were collected for analysis. According to the results of the studies examined, as school principals performed a higher level of leadership behaviours, teachers' level of commitment to their schools increased. The leadership behaviours that were prominent in these studies were having a common objective and vision in school, forming a culture of cooperation, enhancing communication and interaction, showing interest and appreciation of individuals, supportive and constructive behaviours, being fair, creating a working culture based on respect and trust, sharing responsibilities, and managing and maintaining change in school. Moreover, in the studies, school principals' organisational commitment was reported to be positively related to transformational leadership, servant leadership and ethical leadership behaviours. These leadership behaviours were also found to be important predictors of organisational commitment.

In this study, the effect of school principals’ administrative mentality on teachers’ participation in the decision-making process was analysed via the intermediary role of teachers’ trust in principals. In this study, which utilised structural equation modelling (SEM) to analyse conceptual relationships, the sample consisted of 646 teachers who worked in various school types in the Çekmeköy district of Istanbul. In the findings, a positive correlation was found between benevolent and moral leadership (dimensions of paternalistic leadership behaviour), and trust in principals and teachers’ participation in decision making. On the other hand, a negative and significant relationship was found between the authoritarian leadership dimension and trust in principals and teachers’ participation. The results of the SEM analysis, in which the conceptual model was tested, indicated that the benevolent and moral leadership dimensions of paternalistic leadership could positively predict trust in the administrator and teachers’ participation in decision making. As for authoritarian leadership, it negatively predicted teachers’ participation in decision making, and trust in principals played a full intermediary role in this relationship. When these findings were synthesised, morality and benevolence were found to affect teachers’ trust in principals and participation positively, while authoritarian leadership was found to have a negative effect.

This chapter aimed to systematically evaluate theses and articles that were published between the years 2000-2019 in Turkey related to school technology leadership in terms of their topics, methods, results, and recommendations. Web of Science, ERIC, SCOPUS, ULAKBIM, and Turkish National Thesis Center were applied. In this context, 42 studies were examined. Findings indicated that technology leadership studies mostly focused on technology leadership competencies, technology leadership behaviors, and technology leadership roles. The descriptive survey design was found to be used frequently in technology leadership studies. According to the perceptions of teachers and principals, it was determined that principals exhibited high levels of technology leadership competencies, behaviors, attitudes, and roles. On the other hand, it was noted that there is a dearth of studies conducted on variables related to technology leadership and the factors that affect the principals being the technology leaders.

6th International Symposium on Chaos, Complexity and Leadership, ICCLS 2018 -- 11 December 2018 through 12 December 2018 -- -- 236629 Readiness for change is an important factor in the occurrence of positive changes in schools, which are complex social systems. The main actors of change in schools are principals. However, teachers’ trust in principals facilitates the preparation of the change process. In this context, this study aimed to examine the predictors of teachers’ trust in principals on readiness for change in schools. A relational survey model was used in this study, and the sample consisted of 328 teachers. As a result of the study, a moderate positive correlation was found between trust in principals and readiness for change. According to the results of regression analysis, teachers’ trust in principals influenced readiness for change. This chapter interprets the results of this study in the context of the school system’s features and the related literature. © 2020, Springer Nature Switzerland AG.

Bu arastirmanin amaci, okullarda yenilesme iklimi olcegini gelistirmektir. Olcek madde havuzunun olusturulmasinda yenilesme iklimi alanyazinindaki yenilesme ve yaratici iklim modellerinin yani sira gelistirilen ilgili olcekler referans alinmistir. Olcme aracinin madde havuzu alan uzmanlarinin gorusleri dogrultusunda taslak forma donusturulmustur. Taslak olcek formu, Ankara Ili Yenimahalle ilcesinde gorev yapan 193 gonullu ogretmen uzerinde uygulanmistir. Acimlayici faktor analizi sonuclarina gore, yenilesme iklimi olceginin KMO degeri .94, Bartlett Kuresellik testi degeri 6243.07’dir (p=.00). Olcek, varyansin % 73.23’unu aciklamaktadir. Olcek maddelerinin faktor yuk degerleri .49 ile .88 arasinda degismektedir. Analiz sonucunda 6 boyuttan olusan 42 maddelik olcek; yenilesmeye destek, kaynaklar ve olanaklar, inisiyatif alma, yenilesmeye aciklik, takim calismasi ve uyum boyutlarindan olusmaktadir. Olcegin Cronbach Alpha guvenirlik katsayisi .95’tir. Duzeltilmis madde toplam korelasyonlari ise .59 ile .86 arasinda degismektedir. Ayrica uygulanan dogrulayici faktor analizi sonuclari acimlayici faktor analizi sonuclarini desteklemektedir (X 2 /Sd=1.65, RMSEA = .051, GFI= .86, AGFI = .83, CFI = .97). Yenilesme iklimi olceginin gecerlik ve guvenirlik sonuclarina gore, olcegin okullarda yenilesme iklimini olcen bir arac oldugu ifade edilebilir.

This study aimed to investigate the relationship between social capital and innovative climate in secondary schools. Relational model was used in the research. 700 teachers from upper secondary schools were recruited through stratified sampling method. Data were collected through “Social Capital in Schools Scale” and “Innovative Climate in Schools Scale”. Mean, correlation and regression analyzes were used for data analysis. The results of the relationship between concepts revealed a positive high level of correlation between the social capital and the innovative climate in schools. Positive moderate and high significant relationships were found between the dimensions of social capital and the innovative climate of (except for openness to innovation). Finally, it was concluded that the social capital dimensions were a significant predictor of the innovative climate. Results were discussed within the scope of the development of social capital and innovative climate in schools.

The primary aim of this study was to evaluate school principals’ instructional leadership behaviours based on teachers’ views. The instructional leadership model developed by Hallinger and Murphy (1985) was used, and the phenomenological design of qualitative research was employed. The participants were 16 teachers working at public schools in Turkey. The data were analysed using content analysis technique. The results showed that school principals performed well in some of the areas determined by Hallinger and Murphy while performing weakly in other areas. They performed strong behaviours in conveying the objectives of the school, organising the curriculum, being available, preserving the time allocated to instruction, appreciating teachers’ success and monitoring student development. However, they were reported to show a weak performance in determining the school objectives, improving the curriculum, contributing to teachers’ professional development and following student learning. Based on the results, it can be suggested that policy-makers should create favourable conditions for school principals to act more independently in curriculum development. Moreover, school principals should make an effort to ensure teachers’ professional development and form a school culture that would strengthen professional cooperation among teachers. Above all, school principals’ knowledge and expertise regarding instructional leadership can be enhanced by means of in-service training programs.

Bu arastirmada ogretmenlerin okullardaki sosyal sermayeye iliskin algilarini belirlemek amaciyla gecerli ve guvenilir bir olcme araci gelistirilmistir. Arastirmanin orneklemini, 2016-2017 egitim ogretim yilinda Ankara Ili Yenimahalle Ilcesi’nde gorev yapmakta olan 250 lise ogretmeni olusturmaktadir. Arastirmanin kapsam gecerliligi icin uzman goruslerinden yararlanilmistir. Arastirmanin yapi gecerligi icin uygulanan Acimlayici Faktor Analizi (AFA) sonucunda olcegin aciklamis oldugu varyans%64.83 olarak saptanmis ve 5 faktorden olusan bir yapi elde edilmistir. AFA sonuclarini dogrulamak amaciyla yapilan Dogrulayici Faktor Analizi (DFA) sonuclarina gore 5 faktorlu yapinin uyum indekslerinin iyi duzeyde oldugu tespit edilmistir. Diger taraftan okullarda sosyal sermaye olceginin guvenirlik analizi icin Cronbach Alfa katsayisindan yararlanilmis, olcek maddelerinin ayirt ediciligi icin ise duzeltilmis madde toplam korelasyonlari incelenmis ve olcegin guvenilir olcme araci oldugu saptanmistir. Sonuc olarak okullarda sosyal sermaye olceginin gecerli ve guvenilir bir olme araci oldugu ifade edilebilir.

PurposeProfessional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue.Design/methodology/approachThe data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey.FindingsThe findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process.Research limitations/implicationsIn this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found.Practical implicationsIt can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies.Originality/valueThis study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

Although the development of educational administration has remained on the agenda for over a half century, it is apparent that the field has encountered a number of problems in Turkey. Strategies, legislative regulations, and various practices over school administrators’ training and assignment have long been debated, and problems encountered in school administration as long-term policies on the training and assignment of school principals could not be developed. This study focuses on the historical development of school administrators’ training and assignments in Turkey and on school administrators’ behaviours from Hofstede’s cultural perspective. Finally, a centralist approach in public administration and the understanding that teaching is the basis for being a school administrator which denotes that no formal in-service education is required for being appointed as a school administrator are two main factors that inhibit the development of school administration as a professional field in Turkey. Furthermore, the fact that school administrator practices have changed repeatedly in an inconsistent manner and that the common public opinion that exams for assignment of school administrators are far from objectivity come under criticism for a considerable amount of time in Turkey. On the other hand, in the context of Hofstede’s culture dimensions, it is possible to argue that the schools accept a large degree of power distance and feel uncomfortable with uncertainty. It is also reasonable to suggest that school administrators build stronger and healthier ties with other staff in the dimensions of collectivity, femininity, and indulgence.

The aim of this study was to conduct an in-depth analysis of the articles focusing on organisational trust in Turkish schools published between 2005 and 2017 and systematically review the findings, results and suggestions reported in these articles. A total of 46 articles were examined in the study in which thematic content analysis, a qualitative research method, was used. This systematic review showed correlational model, which is a quantitative research method, and was often employed in the literature. The correlational studies mostly focused on the relationships between organisational trust and the concepts of organisational commitment, organisational justice, organisational citizenship and school culture. Organisational trust was reported to be above moderate level based on the perceptions of the sample. Organisational trust in schools were examined mostly in the dimensions of trust in administrator, trust in colleagues, trust in student and parents, trust in staff, communicative environment and openness to innovation. In the studies, researchers were suggested to conduct further studies with different school types and samples and use qualitative research methods. As for practitioners, administrators were suggested to exhibit fair behaviours, determine and eliminate the elements that reduce trust in school, and implement open-door policies in communication. Since trust among individuals is embedded and implicit in the structure of interpersonal or organisational relationships, qualitative and longitudinal studies can be conducted to examine the concept of organisational trust in detail in the future.

In this study, empirical studies related to the tendency think critically of teacher candidates in Turkey were examined. These studies were evaluated systematically by means of thematic content analysis. In research the WEB OF SCIENCES, ERIC, SCOPUS, EBSCO and ULAKBIM databases were scanned for the years 2012-2017, and 45 academic articles were examined. It was found out that studies are concentrated in the screening and relational model and work in a limited number of experimental models. Furthermore, it was observed that the relationships between individual variables and the tendencies of critical thinking were positive and significant. Some findings reached the conclusion that experimental intervention programs are effective. Teacher candidates' critical thinking tendencies were generally low. In addition to the studies, common findings on whether socio-demographic variables make a difference were rarely encountered. © 2018 by authors, all rights reserved.

In this study, empirical studies related to effectiveschools in Turkey were examined. These studies were evaluated systematically bymeans of thematic content analysis. For this aim, the Web of Sciences, ERIC, Scopus,DergiPark, EBSCO, Turkish Education Index, and Google Scholar databases werescanned for the years 2001-2017, and 28 academic articles were examined. In thestudies examined, the common findings were that (i) there are significant andpositive relationships between individual and organisational factors andeffective schools and (ii) vocational support to teachers is important inestablishing an effective school environment. Furthermore, in the studiesexamined, suggestions towards establishing school effectiveness centred on (i)enabling continuous vocational development of teachers (ii) strengtheningcooperation between the school and its community (iii) the necessity ofcreating a common goal and vision at the school and (iv) creating physical environmentsaimed at quality student learning., Bu çalışmada Türkiye’de okul etkililiğine ilişkin yapılan ampirikaraştırmalar incelenmiştir. Bu araştırmalar tematik içerik analizi yoluylasistematik bir biçimde değerlendirilmiştir. Bu amaçla 2001 ile 2017 yılları arasında Webof Sciences, ERIC, Scopus, Dergi Park, EBSCO, Türk Eğitim İndeksi, GoogleAkademik veri tabanlarında taranan 28 makale incelenmiştir. İncelenenaraştırmalarda ortak olarak (i) etkili bir okul ile bireysel ve örgütseldeğişkenlerin anlamlı ve pozitif ilişkiler verdiği (ii) etkili bir okul ortamısağlamada öğretmenleri mesleki olarak desteklemenin önemli olduğu bulgularınaulaşılmıştır. Bunun yanında incelenen çalışmalarda okul etkililiğini sağlamayayönelik önerilerin (i) öğretmenlerin sürekli mesleki gelişimlerin sağlanması(ii) okul-çevre iş birliğininin güçlendirilmesi (iii) okulda ortak amaç vevizyon oluşturulmasının gerekliliği (iv) nitelikli öğrenci öğrenmesi sağlamayayönelik fiziksel ortamların oluşturulması özelliklerinde yoğunlaştığıgörülmüştür.

One of the problems in improving process of the schools is “cynicism”. Cynicism is an attitude in which individual benefits are the foreground and is described as scepticism, negativism and being pessimistic about facts. In schools, what is expected from the school principals is to realize the change and mutation depending on the improvements. Leadership is a process that manages people affecting towards organizational aims. Leadership has two dimensions: to organize a structure and tolerance in organization (culture and climate). In this study, it is tried to determine correlations between teacher's organizational cynicism and leadership skills of school principals. The analysis of the data was made by using SPSS 15.0 and in order to determine whether some demographic features (e.g., sex, marital status, educational status) show a meaningful difference on the lower dimensions of organizational cynicism and leadership behaviour, Whitney-U and Kruskal Wallis-H tests were used; and a meaningful difference was not observed. Furthermore, Pearson correlation and regression analysis were used to measure the level of relation and being predictable between the organizational cynicism and lower dimensions of leadership behaviour. In accordance with the result of the research's findings, it was found a negatively directed and medium-level relation between cynicism and leadership behaviour.

In this study, 48 empirical studies on teacher self-efficacy published between 2000-2017 were reviewed in terms ofcertain basic characteristics, and the research trends were revealed in this area. According to the results obtained inthe review, teacher self-efficacy studies in the Turkish context showed an increase in the course of time. Teacherself-efficacy in a specific area was observed to be frequently examined within the context of teaching a subject orusing technology in education. This increase in the number of studies did not reflect much on the diversity of theresearch methods employed, and the studies were often conducted by using quantitative methods. Elementary andmiddle schools were mostly chosen as the research context. Furthermore, the amount of research on threeself-efficacy areas (i.e. collective teacher efficacy, teacher self-efficacy sources, and teachers’ general self-efficacy)were considerably limited. Moreover, none of the studies examined the relationship between teacher self-efficacyand collective teacher efficacy and student achievement. Common findings of the studies showed that teacherself-efficacy was a strong predictor or a mediator variable. In this sense, researchers are suggested to study howself-efficacy can be developed experimental and longitudinal works and to conduct studies to reveal insights aboutcollective efficacy in schools, teachers’ general self-efficacy, and the outcomes of these efficacy characteristics.

Bu araştırmanın amacı, son yıllarda Milli Eğitim Bakanlığı tarafından uygulamaya konulan zorunlu yer değiştirmeye yönelik okullarda rotasyon ölçeğini geliştirmek ve bazı değişkenlerine göre incelemektir. Okullarda Rotasyon Ölçeği, iki boyutlu ve 21 maddeden oluşan beşli likert tipi ölçektir. Araştırmanın çalışma grubunu Ankara İli Gölbaşı İlçesindeki öğretmen ve yöneticiler oluşturmaktadır. Araştırmanın yapı geçerliliği için Açımlayıcı ve Doğrulayıcı Faktör Analizleri yapılmıştır. Açımlayıcı faktör analizi sonuçları ölçeğin iki boyutta varyansın yaklaşık %70.19’unu açıkladığını göstermektedir. Doğrulayıcı faktör analizi sonuçlarına göre ise, ölçeğin iyi uyum verdiği tespit edilmiştir (REMSA=0.04, RMR=0.07, CFI= 0.98, GFI= 0.94 ve AGFI= 0.91). Ölçeğin güvenirliğini saptamada Pearson Korelasyon (?) katsayısından yararlanılmıştır. Hesaplanan alfa katsayısı birinci faktör için ?=.95 ve toplam madde korelasyonları .68-.88 arasında, ikinci faktör için ?=. 92 ve toplam madde korelasyonları .64-.80 arasında dağılmıştır. Araştırmada unvan, mesleki kıdem, okuldaki çalışma süresi ve rotasyonun uygulanma sıklığı değişkenlerine göre anlamlı farklılıklar bulunmuştur, The main aim of this study is to develop the rotation scale, known as compulsory change of location, which has been applied to the managers and education inspectors by Ministry of National Education and has been decided to be applied to the teachers first in 2015-2016 academic year in accordance with the new regulations. The study group of the research consists of teachers and managers working at schools in Gölbaşı, Ankara. Exploratory factor analysis has been used for construct validity of Scale of Rotation at Schools which has been developed to identify the views of managers and teachers about rotation. Confirmatory factor analysis has been used to test the accuracy of the factor construct. At the end of the analysis, it has been identified that Scale Rotation at Schools is a reliable and valid instrument that can assess the views of managers and teachers about rotation. The scale which consists of 21 items has two factors as Positive Attitude towards Rotation and Negative Attitude towards Rotation. It is a 5 point Likert scale. It has been found that the views of managers and teachers about rotation differ according to the variables of title, professional seniority, and the time of service at school and the frequency of rotation.